The effects of reflection and transfer on students’ post-course retention while learning experientially

Authors

DOI:

https://doi.org/10.5032/jae.v65i1.94

Keywords:

experiential learning, post-secondary, agricultural education, college teaching, animal science, reflection, transfer, retention

Abstract

Experiential learning is widely used at the post-secondary level, but it requires intentional curricular planning, and proper facilitation from the instructor. The effects of experiential learning in agricultural education settings at the higher education level have not been tested extensively. Therefore, additional examination is needed to inform the practice of college faculty, especially those who wish to implement effective experiential learning in their teaching. The purpose of this study was to examine the effects of reflection mode (peer verbal or written journal reflection) and transfer level (same, near, or far transfer) on students’ post-course knowledge retention in an undergraduate, animal science, laboratory course. In total, 114 students were divided among six treatment groups using a quasi-experimental, two-way, analysis of covariance (ANCOVA) design. There was no statistically significant interaction effect between reflection mode and transfer level on students’ post course retention, nor were there statistically significant differences for theses main effects. While no treatment group was statistically significant, this does not mean that the mode of reflection or level of transfer were not effective practices. Rather, no reflection mode, transfer level, or combination thereof was more effective than the others. Practitioners of experiential education should seek to implement holistic models of experiential learning, which includes the facilitation of learner reflection and application, in order to foster an educative experience.

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Author Biographies

J.C. Bunch, University of Florida

J.C. Bunch is an Associate Professor of Agricultural Education in the Department of Agricultural Education and Communication at the University of Florida.

T. Grady Roberts, University of Florida

T. Grady Roberts is a Professor of Agricultural Education in the Department of Agricultural Education and Communication at the University of Florida.

Glenn D. Israel, University of Florida

Glenn D. Israel is a Professor Emeritus of Extension Education in the Department of Agricultural Education and Communication at the University of Florida.

Allen F. Wysocki, University of Florida

Allen F. Wysocki is an Associate Dean of the College of Agricultural and Life Sciences at the University of Florida.

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Published

2024-03-31

How to Cite

Coleman, B., Bunch, J., Roberts, T. G., Israel, G. D., & Wysocki, A. F. (2024). The effects of reflection and transfer on students’ post-course retention while learning experientially. Journal of Agricultural Education, 65(1), 58–77. https://doi.org/10.5032/jae.v65i1.94

Issue

Section

Journal of Agricultural Education

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